AbstractA period of circa 12 months' work experience, as part of an Environmental Science Bachelor's Degree programme, introduces candidates to a variety of problems and can, therefore, be expected to influence the problem-solving approach adopted by the students. An index of deep learning, based on data collected from a modified version of the ASSIST questionnaire, indicated that students maintained their level of deep learning throughout the 4 years of a thick sandwich undergraduate environmental science degree programme. However, data from interviews with students indicated their experience of environment-orientated work placement had led them towards adopting a deeper approach to learning. The apparent contradiction in data may be explained by the type of problem to be solved. It is likely that students retain a surface approach to solving technical, scientific problems whilst adopting a deeper approach to, for example, personnel and resource problems.
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↑ https://www.tandfonline.com/doi/pdf/10.1080/713664674?needAccess=true